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Wildan, Asef
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Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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Effects of Mind Mapping and Pre-Questioning on Reading Comprehension Febrijanto, Yoyok; Kristanti, Erva Elly; Wildan, Asef
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 1 No. 1 (2022): Vol. 1 No. 1 2022
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (753.396 KB) | DOI: 10.58526/jsret.v1i1.2

Abstract

This study was conducted to investigate the effects of mind mapping and pre-questioning on the students’ reading comprehension and on the students’ reading comprehension levels: literal comprehension, inferential comprehension, evaluation, and appreciation. This study was a quasi-experimental design, which involved 30 Diploma Nursing Student Stikes RS Baptis Kediri. Mind mapping was used for the experimental group and pre- questioning was for the control group. The instrument was 25 item reading comprehension test incorporating the four reading comprehension levels based on Barrett taxonomy. Independent Sample t-test and Manova test were used to analyze the data, which results revealed that there was no significant difference between the students who received mind mapping and those who received pre-questioning in their overall reading comprehension and in their literal comprehension, evaluation, and appreciation level. However, there was a significant difference between the students who received mind mapping and those who received pre-questioning in their inferential comprehension
Paragraph Shrinking Strategy for Teaching Reading Nursing Student Wildan, Asef; Zainudin, Moh; Merbawani, Raras
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 1 No. 1 (2022): Vol. 1 No. 1 2022
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (784.965 KB) | DOI: 10.58526/jsret.v1i1.3

Abstract

The goal of this study is to determine whether or not the paragraph-shrinking strategy significantly affected students' reading comprehension. This study used an experimental design with a posttest-only control group. The control class received treatment using the usual technique, while the experimental class received treatment using the paragraph shrinking strategy. This study used a multiple-choice reading test as its instrument. This instrument was valid because it was based on the syllabus and had subject validity that had been taught in the past. Because the writer had tested the instrument and divided the reliability in half, it was then reliable. After that, the writer utilized Gay's suggested t-test procedure to examine the data and determine whether the hypothesis was correct.
Co-Authors Kristanti, Erva Elly Moh Zainudin RARAS MERBAWANI, RARAS Yoyok Febrijanto